Access the full text.
Sign up today, get DeepDyve free for 14 days.
Karen Panzarella, Lynn Rivers, B. Bright, M. Whelan, Kirsten Butterfoss, L. Russ, Andrew Case, S. Brian, Heather Ferro, L. DeMarco, Denise Dunford, Kendra Schmitz, Helena Kittleson, M. Kennedy, Donna Brzykcy, Lynn Pownall, M. Reddington (2013)
Using Actors as Simulated Patients for Interprofessional EducationMedical Science Educator, 23
M. Cantrell (2008)
The Importance of Debriefing in Clinical SimulationsClinical Simulation in Nursing, 4
V. Curran, D. Sharpe, Kate Flynn, Pamela Button (2009)
A longitudinal study of the effect of an interprofessional education curriculum on student satisfaction and attitudes towards interprofessional teamwork and educationJournal of Interprofessional Care, 24
S. Aston, W. Rheault, C. Arenson, S. Tappert, J. Stoecker, Jordan Orzoff, Hayes Galitski, S. Mackintosh (2012)
Interprofessional education: a review and analysis of programs from three academic health centers.Academic medicine : journal of the Association of American Medical Colleges, 87 7
Natalie Murdoch, J. Bottorff, Deborah McCullough (2014)
Simulation Education Approaches to Enhance Collaborative Healthcare: A Best Practices Review, 10
J. Just, M. Schnell, Maren Bongartz, C. Schulz (2010)
Exploring Effects of Interprofessional Education on Undergraduate Students Behaviour: A Randomized Controlled TrialJournal of research in interprofessional practice and education, 1
S. Reeves, L. Perrier, J. Goldman, D. Freeth, M. Zwarenstein (2013)
Interprofessional education: effects on professional practice and healthcare outcomes (update).The Cochrane database of systematic reviews, 3
A. Bilodeau, S. Dumont, L. Hagan, L. Paré, M. Razmpoosh, N. Houle, N. Brière, M. Iloko-Fundi (2010)
Interprofessional education at Laval University: Building an integrated curriculum for patient-centred practiceJournal of Interprofessional Care, 24
Y. Scherer, S. Bruce, Brian Graves, W. Erdley (2003)
Acute care nurse practitioner education: enhancing performance through the use of clinical simulation.AACN clinical issues, 14 3
Janee Klipfel, Bridget Carolan, Nathan Brytowski, C. Mitchell, M. Gettman, T. Jacobson (2014)
Patient safety improvement through in situ simulation interdisciplinary team training.Urologic nursing, 34 1
K. Dreifuerst (2009)
THE ESSENTIALS of DEBRIEFING in Simulation Learning: A Concept AnalysisNursing Education Perspective, 30
Samuel Lapkin, T. Levett-Jones, C. Gilligan (2013)
A systematic review of the effectiveness of interprofessional education in health professional programs.Nurse education today, 33 2
N. Ivers, G. Jamtvedt, S. Flottorp, Jane Young, J. Odgaard-Jensen, S. French, M. O’Brien, M. Johansen, J. Grimshaw, A. Oxman (2012)
Audit and feedback: effects on professional practice and healthcare outcomes.The Cochrane database of systematic reviews, 6
J. Thistlethwaite (2012)
Interprofessional education: a review of context, learning and the research agendaMedical Education, 46
C. Schroder, J. Medves, M. Paterson, Vaughan Byrnes, Christine Chapman, A. O'Riordan, Deb Pichora, Carly Kelly (2011)
Development and pilot testing of the collaborative practice assessment toolJournal of Interprofessional Care, 25
M. Rose, Kellie Smith, J. Veloski, K. Lyons, E. Umland, C. Arenson (2009)
Attitudes of students in medicine, nursing, occupational therapy, and physical therapy toward interprofessional education.Journal of allied health, 38 4
D. Freeth, M. Hammick, S. Reeves, I. Koppel, H. Barr (2005)
Effective Interprofessional Education: Development, Delivery, and Evaluation
F. Meffe, Catherine Moravac, S. Espin (2012)
An interprofessional education pilot program in maternity care: Findings from an exploratory case study of undergraduate studentsJournal of Interprofessional Care, 26
M. Hammick, D. Freeth, I. Koppel, S. Reeves, H. Barr (2007)
A best evidence systematic review of interprofessional education: BEME Guide no. 9Medical Teacher, 29
S. Coster, I. Norman, T. Murrells, S. Kitchen, E. Meerabeau, Enkanah Sooboodoo, L. d'Avray (2008)
Interprofessional attitudes amongst undergraduate students in the health professions: a longitudinal questionnaire survey.International journal of nursing studies, 45 11
D. Angelini (2011)
Interdisciplinary and Interprofessional Education: What are the Key Issues and Considerations for the Future?The Journal of Perinatal & Neonatal Nursing, 25
J. Arafeh, Sara Hansen, A. Nichols (2010)
Debriefing in Simulated-Based Learning: Facilitating a Reflective DiscussionThe Journal of Perinatal & Neonatal Nursing, 24
Shelly Reed, C. Andrews, P. Ravert (2013)
Debriefing Simulations: Comparison of Debriefing with Video and Debriefing AloneClinical Simulation in Nursing, 9
Diane Bridges, R. Davidson, P. Odegard, Ian Maki, J. Tomkowiak (2011)
Interprofessional collaboration: three best practice models of interprofessional educationMedical Education Online, 16
Jon Heukelom, T. Begaz, R. Treat (2010)
Comparison of Postsimulation Debriefing Versus In-Simulation Debriefing in Medical SimulationSimulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 5
S. Freeman, A. Wright, S. Lindqvist (2010)
Facilitator training for educators involved in interprofessional learningJournal of Interprofessional Care, 24
T. Cusack, G. O’Donoghue (2012)
The introduction of an interprofessional education module: students' perceptions.Quality in primary care, 20 3
R. Fanning, D. Gaba (2007)
The Role of Debriefing in Simulation-Based LearningSimulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 2
Carolynn Masters, Valerie Baker, Holly Jodon (2013)
Multidisciplinary, Team-Based Learning: The Simulated Interdisciplinary to Multidisciplinary Progressive-Level Education (SIMPLE©) ApproachClinical Simulation in Nursing, 9
Cynthia Baker, Cheryl Pulling, R. McGraw, J. Dagnone, D. Hopkins-Rosseel, J. Medves (2008)
Simulation in interprofessional education for patient-centred collaborative care.Journal of advanced nursing, 64 4
D. Freeth, M. Hammick, S. Reeves, I. Koppel, H. Barr (2005)
Effective Interprofessional Education
James Robertson, K. Bandali (2008)
Bridging the gap: Enhancing interprofessional education using simulationJournal of Interprofessional Care, 22
I. Ruebling, David Pole, A. Breitbach, Alfred Frager, Ginge Kettenbach, N. Westhus, Kathy Kienstra, J. Carlson (2014)
A comparison of student attitudes and perceptions before and after an introductory interprofessional education experienceJournal of Interprofessional Care, 28
Purpose – Interprofessional education (IPE) is a method to create an environment that fosters interprofessional communication, understanding the roles and responsibilities of each profession, learning the skills to organize and communicate information for patients, families and members of the health care team. Providing IPE to health professional students can prepare them in the workforce to have the necessary skills to function in a collaborative practice ready environment. The purpose of this paper is to demonstrate the methods used in developing IPE curriculum, faculty training as debriefers/facilitators, identify learning objectives and outcomes. Design/methodology/approach – The faculty and student surveys utilized a Likert scale. Learning objectives for the student survey assessed learning objective including communication of roles and responsibilities, communication and organization of information, engagement of other health professions (HP) in shared patient-centered problem solving, interprofessional assessment of patient status, and preparation of patients from transition of care to home. The faculty survey assessed faculty experience levels in IPE, role as facilitator/debriefer, and future needs for sustainability of the program. Findings – Student evaluation of IPE simulation experience revealed students believed they improved their interprofessional communication skills and had a better understanding of health professional roles and responsibilities. Faculty feedback indicated that HP students achieved learning objectives and their continued commitment to IPE however additional training and development were identified as areas of need. Practical implications – This paper can assist other educational institutions in developing IPE and structuring IPE assessment particularly in the HPs. Social implications – The public health care will be impacted positively by having health care providers specifically trained to work in teams and understand collaborative care. Student graduates in the HPs will be better prepared to function as a team in real clinical care following their participation in interprofessional simulation. Originality/value – This interprofessional simulation curriculum involves student learners from eight different HPs and participation of over 30 faculty from differing professions. This curriculum is unique in its bread and depth of collaboration and true teamwork across disciplines.
Journal of Applied Research in Higher Education – Emerald Publishing
Published: Sep 14, 2015
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.